2.2.

1 Role of teacher as decision-maker, analyst, practitioner and researcher

A teachers role may vary among cultures. Teachers may provide instruction in literacy and
numeracy, craftsmanship or vocational training, the arts, religion, civics, communicator roles
or life skills.

Without doubt, the most important person in the curriculum implementation process are the
teachers. With their knowledge, experience and competencies, teachers are central to any
curriculum improvement effort. Regardless of which philosophical belief the education system
is based on, there is no denying that teachers influence students learning. Better teachers
foster learning. Teachers are most knowledgeable about the practice of teaching and are
responsible for introducing the curriculum in the classroom.

Teacher inspires and influence students through expert and referent power but never coercive
power. This teacher knows his students well and is kind and respectful towards his students.
He guides students to improve on their skills and insights. Teacher also is a role model to the
student and upholds moral values and humanitarian principles in all his actions. So, he must
uphold all codes of ethical conduct that are necessary and essential in human modelling and
moral education.
2.2.1.1 Decision-maker

Teacher as a decision maker influence students innovation decisions in a direction deemed

desirable by a change agency. As a change agent, one has to directly work with the teacher
to adopt an innovation and encourage them to become leaders in their own interpersonal
network. He/she structures the learning environment. In this role, all actions required to
maintain order in the classroom, such as laying down rules and procedures for learning
activities.

Teacher must manage a classroom environment. Teachers are environmental engineers who
organize the classroom space to fit their goals and to maximize learning. The way the phsycal
space of the classroom is organized can either help or hinder learning. Teachers who reveal
a caring attitude towards learning and the learning environment help to instill and reinforce
similar attitudes in their students. Teachers are required to manage and process great
amounts of clerical work. There are papers to be read and graded, tests to be scored, marks
to be entered, attendance records and files to be maintained, notes and letters to be written
etc.

2.2.1.2 Analyst

The teaching/learning process is basically and essentially an interaction between humans.

This interaction is carried within a social context. There are, generally, clearly defined teacher
and student roles in these learning environments. The student tends to expect that the teacher
will influence the learning environments. The student tends to expect that the teacher will
influence the learning process to some significant extent.

The role of the teacher as a analyst is an important part of the learning process. This is very
clear as different individuals interact with a teacher and other students to widely varying
degrees.

The teachers role may be include the management of the social interaction that is conducted
as part of the learning process. In the primary school, the teacher has a large role in guiding
the behaviour of the young pupils. Often the teacher is required to set boundaries as to where
pupils may be at a particular time, whether they may talk or need to be quiet and listening and
what activities they should be performing.

The teacher plays a number of other social roles in the teaching/learning process. The teacher
is often a motivator for pupils, encouraging or reproving them as appropriate. The approval of
the teacher can be a strong motivating factor, particularly for younger pupils. The teacher is
also an arbiter of success; measuring and quantifying pupils efforts. The teacher may also
pass on cultural and social values.

The role of the teacher as analyst is an important part of the learning process, it is also clear
that different individuals interact with a teacher and other students to widely varying degrees.
These individuals are self-motivated, do not require any third party encouragement to learn,
and can seek out and assimilate the required body of knowledge.
2.2.1.3 Practitioner

The teacher is a professional and a practitioner in knowledge and skills. He is an effective

practitioner who, through teacher education, is competent in applying his theoretical
knowledge in various pedagogic contexts. The practitioner understands the central concepts,
tools of inquiry and structures of the discipline he teaches and creates learning experiences
that make these aspects of subject matter meaningful for students.

He understands how children learn and develop and can provide learning opportunities that
support their intellectual, social and personal development. He also understands and uses a
variety of instructional strategies to encourage students development of critical thinking,
problem solving and performance skills. He is eclectic in the sense of being able to synthesise
rather than merely select what is available. The teacher should possess the ability to
harmonically arrange what has been selected to be offered to the students. The practitioner
has to adopt technology as a means for becoming more effective in producing his own
materials, accessing the Internet to gain information, ideas and core materials which will
provide the basis for presentation to the students.

2.2.1.4 Researcher

Teachers as researchers involves the commitment to systematic questioning of ones own

teaching as a basis for development. The commitment and skills to study ones own teaching
and concern to questioning and testing theory in practice by using skills and readiness to allow
other teachers to observe your work directly or through recordings and discuss it with them on
an honest basis.

Teacher plays the role of investigating pedagogical problems through inquiry. He/she involves
in research in the classroom for the development of clearer theory on language learning and
to increase knowledge and understanding of classroom practice and increased teaching skills.

Activity 1:
Based on your experience as a teacher, reflect on your role as a decision-maker,
analyst, practitioner and researcher in implementing the curriculum. Jot down your
thoughts in a mind map.

2.2.4. Relationship between Teacher Beliefs and Curriculum Implementation

Without doubt, the most important person in the curriculum implementation process is the
teacher. With their knowledge, experiences and competencies, teachers are central to any
curriculum improvement effort. Regardless of which philosophical belief the education system
is based on, there is no denying that teachers influence students learning. Better teachers
foster better learning. Teachers are most knowledgeable about the practice of teaching and
are responsible for introducing the curriculum in the classroom.
In ESL, teachers conceptions of second-language teaching are often based on the
methodologies they use. Such methods, he suggests, act as a theory of language teaching
which imply certain objectives and a particular view of language and make assumptions about
the nature of the language learning process. It also expresses a view of language teaching by
emphasizing certain aspects of teaching as crucial to successful learning.

The key to getting teachers committed to a curriculum is to enhance their knowledge of the
curriculum. This means teachers need to be trained and whorkshops have to be organized for
professional development. Unfortunately, in any curriculum implementation process not all
teachers will have the benefit of such exposure. Workshops could be given by experts to
expose the teachers to the curriculum. The problems faced by teachers could be due to
adequacy of resources, time, and professional support.

So, professional development of teachers is an important factor in contributing to the success

of curriculum implementation. Teachers occupy the central position in curriculum decision
making. They decide which aspects of the curriculum to implement in a class. Teachers decide
how much time to spend on developing language skills. Teachers can also collaborate to
create quality programmes to meet the specific needs of the learners.

Activity 3:
Based on your experience as a teacher discuss why it is important for teachers to
be involved in curriculum planning. Present the outcome of your discussion in a
Graphic Organizer.